Download Six Themes across the curriculum - School

Six Themes for the whole school curriculum
In the 2004 DfES report ‘Aiming High: Understanding the Needs of Minority Ethnic
Pupils in Mainly White Schools’ the report’s author suggests there are six themes
that should be considered when reviewing or planning the contribution of the
whole-school curriculum in relation to race equality and cultural diversity.
Please identify how well you feel your teaching currently covers the
individual themes. Please note down some examples.
1. Shared humanity: similarity, sameness and universality
Art, drama, history, music, novels, poetry, religion and stories all explore
humankind's basic humanity. In science, pupils learn about aspects of human biology
that are universal, about universals in the inorganic world and about science as a
universal human activity. Universals in biology are also encountered in health
education and PE. In geography, pupils learn about recurring patterns in relationships
between human beings and their physical environment. Teaching about difference
and diversity must go hand in hand with teaching about commonality and sameness.
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2. Difference and diversity: contrasting stories and interpretations
In all subjects, the texts, visual material and electronic resources can reflect the
reality that Britain is a multi-ethnic society and is part of an interdependent world.
Similarly the tasks, problems and assignments that are set can reflect these aspects of
the real world. In many subjects, in addition, there are direct opportunities for
teaching and learning about cultural differences, and differences of perception,
interpretation and narrative.
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3. Interdependence: borrowing, mingling and mutual influence
A recurring danger in teaching and learning about cultures is that pupils will get the
idea that each culture is distinct from all others. The reality is that boundaries
between cultures are porous and frequently unclear. Interdependence is an essential
concept in geography, biology, chemistry and physics, and in all studies of causation
in history. Examples of mutual influence and fusion can be found in art, design,
drama, literature, music and technology.
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4. Excellence everywhere
Excellence is to be found in all cultures, societies and traditions, not in 'the west'
only. The 'default position' in the curriculum, however, can all too often be the
assumption that all significant human achievements arose in the West - this is what is
communicated, even though teachers do not consciously intend it. In every subject,
examples of achievement, invention, creativity, insight and heroism should be taken
from a wide range of cultures, both in the present and in the past.
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5. Identity and belonging
Every individual belongs to a range of different groups, and therefore has a range of
different loyalties and affiliations. Also, and partly in consequence, all individuals
change and develop. Pupils need to know and feel confident in their own identity but
also to be open to change and development, and to be able to engage positively with
other identities. All pupils need to be comfortable with the concept of multiple
identity and with hyphenated terms such as Black-British, British-Muslim and EnglishBritish. A sense of belonging to Britain and that 'Britain belongs to me' may be
developed in all arts and humanities subjects, in citizenship education and PSHE, and
can be implicit in some of the examples, reference points and case studies in
mathematics, science and technology.
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6. Race, ethnicity and justice
Even at Key Stage 1 pupils need to appreciate that there is a single race, the human
race, but that the world contains ignorance, prejudice, discrimination and injustice. In
the course of their time at school pupils should become familiar with theories about
the sources and forms of racism, including individual racism and institutional racism.
They need also to know about strategies, actions and campaigns to prevent and
address racism, locally, nationally and internationally; equal opportunities in
employment and the provision of services; the role of legislation; the management
and resolution of conflict; intercultural communication and relationships; and justice
and fairness. Not least, they need to know what they themselves can do to address
racism within their own sphere of influence. It is particularly in history, PSHE and
citizenship education that social and political concepts to do with race and racism
are taught and developed directly. Indirectly, they can be a dimension in all subjects,
particularly literature and stories, and the creative and performing arts.
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DfES/0416/2004: Aiming High: Understanding the Needs of Minority Ethnic Pupils in Mainly White Schools
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